Romeo+and+Juliet

Topic
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 * Drama and Fate in William Shakespeare's Romeo and Juliet **

ESSENTIAL QUESTIONS: Are we governed by fate, free will, a greater power, or do we fall somewhere in between? and What is a hero and what makes a hero turn tragic?

Common Core Standards

 * RL.9-10.2.** Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * RL.9-10.3.** Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * RL.9-10.4.** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
 * RL.9-10.5.** Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
 * L.9-10.3.** Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 * L.9-10.4.** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grades 9–10 reading and content//, choosing flexibly from a range of strategies.
 * L.9-10.5.** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * W.9-10.2.**Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Suggested Student Objectives

 * Explain the structure of the plot and describe the dramatic techniques the playwright uses to advance them.
 * Trace the development of major and minor characters and explain how characterization advances the plot and theme.
 * Understand Aristotle's definition of tragedy and explain how the other works studied exemplify the term "tragedy"
 * Analyze the playwright's use of irony
 * Identify the poetic devices used in //Romeo and Juliet// and explain their effect.
 * Identify central themes in the text and their development over the course of the text.
 * Discuss the importance of choices and the impact they have on a character's outcome.

Suggested Additional Readings

 * Original Sources for Romeo and Juliet- John Gough's The Academy of Complements //(1639)://
 * The Teen Brain Behavior Problem Solving and Decision Making: an article on teen decision making (informational text)
 * Art**
 * Pablo Picasso, //The Tragedy// (1903)
 * Michelangelo Merisi da Caravaggio, The Death of the Virgin (1604-1606)
 * Artemisia Gentileschi, //Judith and her Maidservant with the Head of Holofernes// (1625)
 * James Stephanoff ’s “Juliet’s Chamber"Act IV Scene 5
 *  Frederick Leighton’s “The Discovery of Juliet Apparently Lifeless,” and “Count Paris….;”
 * Jean Pierre Simon’s engraving based on John Opie’s “Act IV, Scene 5: Juliet’s Supposed Death.”

Resource Links
Shakespeare's Romeo and Juliet: "You Kiss by the Book" Lesson plan "from the page to the stage" Folger's Library lesson plan on primary sources and plagiarism for Romeo and Juliet No Fear Shakespeare Romeo and Juliet on Shmoop Romeo and Juliet animated video Lesson worksheet for pre-planning the Romeo and Juliet soundtrack

Activities

 * Write an informative/explanatory piece in which you discuss the extent to which Romeo and Juliet adheres to Aristotle's definition of tragedy. State your thesis clearly and include at least 3 pieces of evidence.
 * Talk show: selected students role play specific characters from the play. The class must ask questions specific to plot and character dialogue and characters must respond, based on textual evidence.
 * Listen to/watch clip of a song from "West Side Story" or Lurhmann's "Romeo + Juliet" and compare/contrast the song and "Romeo and Juliet" on tone, character and plot in a written piece.
 * Students compare/contrast Act 1 scene 5 in //Romeo and Juliet// with John Gough's "Encomimums on the Beauty of His Mistress". Students note similar/different words, literary techniques and have a class discussion on plagiarism and authorship in the 17th century. Students will post a blog response on class discussion with their analysis.
 * Students watch opening and closing scenes of Zeffirelli's "Romeo and Juliet" and Luhrmann's "Romeo + Juliet." Students will compare and contrast cinematic elements, character portrayals and director's purpose in a two paragraph response.
 * Essay topics:
 * Write a persuasive essay using the following thesis: Romeo and Juliet’s age was the greatest contributing factor in their death. Support the thesis with evidence and examples from the play as well as the informational text on new brain research and its implications on teens and how they make decisions.
 * Write to persuade that Shakespeare ’s play //The Tragedy of Romeo and Juliet// is of value to modern day teenagers, giving them insight into themselves **.**
 * Students research 16th and 17th century marriage customs and compare/contrast it to Romeo and Juliet's relationship, using pictures and story details in a PowerPoint presentation.
 * Write a comparison essay comparing the three heroes, Oedipus, Odysseus and Romeo, according to the courage and heroic traits they exhibited. Use quotations and examples from the texts to support your thesis.
 * Students create a //Romeo and Juliet// soundtrack of 5 songs, using specific lines of the play, with act and scene, as evidence of their relationship to specific song lyrics.

Assessments

 * Write an __informative/explanatory__ essay that compares and contrasts aspects of fate in the tragedies of Romeo and Juliet and Oedipus the King. State your thesis clearly and include at least 3 pieces of evidence to support it.